Cards for mutual training in the Russian language on the topic “Animate and inanimate nouns”

Summary of the Russian language lesson “Animate and inanimate nouns”, 5th grade

Russian language lesson in 5th grade on the topic “Animate and inanimate nouns”
Purpose: to introduce students to the concept of animate and inanimate nouns. Planned educational results: Subject: As a result of the lesson, students will be able to:
1. Get an idea of animate and inanimate;
2. Distinguish between animate and inanimate nouns; 3. Name the characteristics of animate and inanimate nouns; 4. Classify animate and inanimate nouns Meta-subject: As a result of the lesson, students will be able to:
1. Formulate the goals of their educational activities;
2. Improve the skills of self-control, correction, self-esteem; 3. Continue to develop the ability to formulate and argue your own opinion. Personal: As a result of the lesson, students will be able to maintain a personal cognitive interest in the subject. Basic concepts of the lesson: animate and inanimate nouns. Resources: textbook “Russian language. 5th grade” - authors M.T. Baranov, T.A. Ladyzhenskaya, drawing, tables. Type of lesson: lesson of acquiring new knowledge Methods of monitoring educational activities in this lesson: • oral and written; • frontal, group, individual Goal: to develop the ability to recognize animate and inanimate nouns based on questions and the lexical meaning of words, recognize parts of speech, identify learned spellings, work with a dictionary, develop creative thinking, cultivate hard work and accuracy. Objectives: Educational:
- formation of solid knowledge about animate and inanimate nouns, the ability to apply this knowledge in practice;
— determination of grammatical features of a noun. Educational:
- development of a value-based attitude towards the Russian language in children;
— development of communication skills, development of the ability to “obtain” knowledge; — learn to work in educational dialogue, in pairs and groups; - learn to analyze and evaluate your work and the work of your comrades. Developmental:
- create conditions for students to develop the ability to construct oral statements, make comparisons and generalizations;
development of intelligence; - monitor and evaluate your activities in the classroom. Stages of the lesson Teacher's activities Student's activities 1. Org. moment - Hello guys. We have guests in our class today. Let's welcome them. I invite boys to clap their hands, and girls to smile and wave. - The long-awaited bell has been given, Let's start our lesson! I wish you guys in class: See more! Hear more! Remember more! And then remember everything!!! In our lessons we not only learn to write correctly, but also discover a lot of new and interesting things. - But first I would like to know in what mood did you come to class today? (Cards with the image of the sun and a cloud are prepared in advance on the student tables.) - If you are in a good mood, then raise the sun, and if you are upset about something, then raise the cloud. (Fifth graders pick up cards with a picture of the sun or a cloud, and depending on which mood prevails, a transition is made to the lesson.)
D/Z you had to compose a story about Puska the Boy, did you all compile it, who had what difficulties?
I suggest you listen to what ___________ did. — Please open your notebooks and write down the date of the lesson: “February twenty-sixth. Classwork." Leave the space for the topic of the lesson free for now. The Russian language in skillful hands and experienced lips is beautiful, melodious, expressive, flexible, obedient, dexterous and capacious. A.I. Kuprin - How do you understand the meaning of these words? I propose to take this aphorism as the motto of our lesson. Before we begin, I would like to draw your attention to the self-assessment sheets that are on your desk. Your task for today's lesson is to independently evaluate the work done. You will enter the results into self-assessment sheets. Assessing your results from 1-5 - Now let’s do a little warm-up. Game: Who can remember and name the most fairy-tale characters in two minutes, so that their names contain the hissing w, ch, sh, sh with vowels i, u, a? (Cipollino, Miracle Yudo, Jumping Bunny, Shapoklyak, Princess and the Pea, Pike...) - Who can remember and name the most names of animals and birds that contain a combination of hissing w, sh, h, sh with the letters i, a, y ? (Giraffe, toad, seagull, siskin, hedgehog, crane, bear cubs, lapwing, etc. Emotional inclusion in the lesson. Checking readiness for the lesson. Mobilization of attention. 2. Updating knowledge Vocabulary work. I will tell you the definition, lexical meaning, and you must write down the answer word - A person who teaches something (teacher). - The edge of the earth near the water (shore). - A synonym for the word - children (guys). - The opposite side of the horizon to the west (east). - Garden plant, aka tomato (tomato). - Find the quotient of the numbers 64 and 8 (eight) - Mammal animal closest in structure to a human (monkey) - The main city of any republic, country (capital). - Bright illumination of the horizon before sunrise or after sunset (dawn) - A small songbird with a red breast (finch) -Replacement of a person with a machine (robot) We will later return to our vocabulary dictation Self-control and correction 3. Motivation The fairy tale by Lev Uspensky “The Cat and the Raft” is read expressively. A raft floats along the river. A fat lazy cat sits motionless on the shore. The raft asks the Cat: “Are you alive?” - Alive. - How can you prove it? - I'm moving. - I'm swimming, and you're sitting. - If I want, I will move. “I am a great raft, alive, and cats are inanimate.” You are a thing, and I exist. The cat thought and said: “I’ll prove to you grammatically (from the point of view of the Russian language) exactly who is who, and what is what.” I will kill you in the accusative case. Your nominative cannot resist my accusative. -How would you determine the topic of the lesson? So, the topic of the lesson is “Animate and inanimate nouns.” Write down the topic of the lesson - Analyze the language material, draw conclusions based on the analysis of the language material 4. Goal setting and planning - How can we formulate the goal of our lesson based on the topic? Purpose of the lesson: to become familiar with the concept of animate and inanimate nouns. - Let's define the objectives of our lesson. Offer your options and compare with the sample. After the lesson you will be able to: • name the characteristics of animate and inanimate nouns; • distinguish between animate and inanimate nouns; classify animate and inanimate nouns Formulate the topic, goal and objectives, checking with standard 5. Primary consolidation WORK WITH CARDS.
Let's remember what we know from elementary school about animate and inanimate nouns. Write down the nouns: option 1 - animate, option 2 - inanimate.
Mosquito, clothes, snow, painting, artist, pilot, friend, sun, sly, smile. Game “Turning Words” - Turn inanimate nouns into animate ones (strength - strongman). (The words are printed and hang on the board). Trumpet, circus, drum, pharmacy, magazine (answers - choose and pin on the board). Work on options, one student to the board. Option 1. Write 5 nouns that represent the names of domestic animals (goat, horse, cow, donkey, pig). - What do these words have in common? Why? (animate) (In order to designate objects endowed with life, animate nouns are used. They answer the question “who?” and designate those objects that possess its characteristics (breathe, feed, reproduce, move, etc.) Option 2. Write 5 nouns that denote educational things (diary, pencil case, pen, satchel, compass, textbook). - What unites these words? Why? (inanimate.) (To denote objects that belong to inanimate include those that do not have signs of life. Compose one simple common sentence with one of the written words. Underline the main parts of the sentence. 5. Discovery of new knowledge - How do you understand what animate nouns are? Animated means living... - (We will put a dash in the sentence , since a dash is always placed before the words “this”, “here”, “means.”) – Why was there an ellipsis at the end of the sentence? “A page of history” (From the history of punctuation marks, the student gives a little information about the ellipsis). Student message. M.V. Lomonosov, the creator of the first Russian grammar, called this sign “ellipsis”. An ellipsis placed at the end of a sentence suggests that the thought is unsaid, unsaid. The ellipsis sign […] under the name “preclusive sign” was noted in 1831, although its use was found in writing practice much earlier. – So, in the process of work we must finalize, that is, continue the thought in the form of reflection, reasoning. Animated means alive... We are surrounded by different objects in the world. Among them there are those who live, breathe, move. This means they are alive or animate. - Let's go back to our vocabulary dictation and find all the animate nouns. Let's highlight them with one line. How will we find animate nouns? (Ask a question who?) Analyze linguistic material, establish cause-and-effect relationships. Formulation and argumentation of one’s own opinion Fizkultminutka. We were tired, we stayed too long, we wanted to stretch our legs. We put the notebooks aside, We started to exercise. If the words mean living objects - jump. If the words denote inanimate objects, sit down and clap your hands. • Jacket, children, worker, rain, wind, student, builder, flower, driver, car. Right, left, turn, And then vice versa And for the last time they sat down, And now they sat down at their desks. Well done!!!! 8. Creative work. Now you and I will try to be writers and write our own story. (Animate and inanimate nouns are inserted to the music) tale Once upon a time. On a dark night he went for a walk. Suddenly he sees him lying in a puddle. I wanted to take it, but nothing happened. Let it lie until the morning. Morning has come. He came to a puddle, but instead found there. I laughed! Fairy tale Once upon a time there was a hedgehog. On a dark night he went for a walk in the forest. He saw the berry and put it in the basket. Suddenly he sees a star lying in a puddle. I wanted to take it, but nothing happened. Let it lie until the morning. Morning has come. He came to a puddle, and instead of a star he found the sun there. The hedgehog laughed! -Where did the star go? 6. Incorporating new knowledge into the knowledge system 1. – And now I propose to complete the task . Look around the class and find the words with your eyes. Divide the words into two groups. (Who? What?) We choose a word, ask a question, remove it and attach it to the board. Young man, fungus, monster, child, face, violet, slob, moss, feather grass, swallow, bee. Who? What? Young Man Fungus Monster Face Child Violet Sloppy Moss Swallow Feather grass - What are the names of the words that we put in the first column? (Animate nouns) - second column? (inanimate nouns) 2. Working with the textbook . Let's open the textbooks on page 50 and read the rule to ourselves. ________, what nouns are called animate? which ones are inanimate? Remember:
All nouns are divided into animate and inanimate.
Animate nouns denote persons and animals and answer the question WHO? Inanimate nouns denote objects, plants, and inanimate phenomena. They answer the question WHAT? - Now let’s do the exercise. 485. Read the assignment to yourself. In what order will we perform this exercise? – Do you think it is easy to distinguish between animate and inanimate nouns? - Not always, you can make a mistake. 3. Let's imagine ourselves as researchers, two students come to the board, your task is to decline two nouns . The table that lies in front of you on your desk can help you complete this task. (Each student has a table on his desk.) Question WHO? WHAT? What does the NAMES OF OBJECTS OF LIVING NATURE INDIVIDUAL NATURE mean? Formula V.p. = R.p. (PLURAL) V.p. = I.p. (PLURAL) Examples I.p. students of R.p. students of V.p. students I.p. tables R.p. tables V.p. tables Conclusion from observations: for animate nouns in the plural, the V. p. coincides in form with the R. p. (V. p. = R. p.), for inanimate nouns - with the I. p. (V. p. = I. p.). — Let’s write down Animate: V. p. (plural) = R. p. (plural) Inanimate: V. p. (plural) = I. p. (plural) 4. Problematic situation. — I remind you about the coincidence of shapes. You tell me why we need this formula, who can we? or what? and we can easily determine which noun is in front of us, but in the Russian language not a single rule is simple. Let's write down the sentence from dictation: Caring children raised this fragile and delicate flower. - Name all the nouns in this sentence. Children, flower. — two groups of children were given an anticipatory task. Group 1 – “Biologists”, Group 2 – “Linguists”. — Guys, do all of you know who biologists are? Who are linguists? The task is as follows : 1. Biologists, prove: “flower” is a living or inanimate object. 2. Linguists, using the knowledge you have gained, prove that the word “flower” - which category of the word flower belongs to: animate or inanimate. (decline and see which shapes match, draw a conclusion). 3. Proof of biologists - Plants, fungi and animals are eukaryotes. Their cells have a formed nucleus. Plants differ from fungi in the presence of leaves and the ability to photosynthesize. That is, organic substances breathe, feed 4. Proof of linguists - There is a hypothesis that the opposition of animate and inanimate entities represents a universal hierarchical scale, within which people are located above animals, then plants, elements, concrete objects, abstract entities follow. In the Russian language, animate ones, as a rule, include nouns denoting people and animals. All others are classified as inanimate. This division does not reflect general ideas about living and inanimate: nouns that name plants refer to inanimate; CONCLUSION:
both are right in their own way.
Both biology and linguistics are two sciences, each of which lives according to its own laws. But since we are studying language, we will be interested in the laws of linguistics, according to which the word “flower” is an inanimate noun. — There are many words in the Russian language that, from a biological point of view, are living, animate objects, but from a linguistic point of view, inanimate. This includes all the names of plants: cactus, sprout, violet... - Guys, but there are also nouns that, from the point of view of biology, are inanimate, inanimate objects, and philologists classify them as animate nouns: Morozko, Snowman, Leshy they are classified with from the point of view of linguistics, to animate ones, if they are fairy-tale characters. 5. Syntactic five-minute . Working with a proposal. Suddenly, a washbasin runs out of my mother’s bedroom, bow-legged and lame, and shakes his head. - Find the grammatical basis of the sentence. (For the noun washbasin we ask the question WHO? - Who runs out and shakes his head?) We write it down. - Did you guys find out what work the washbasin is from? (K. Chukovsky’s “Moidodyr.”) - What fantastic creatures do we meet in the lines of A. S. Pushkin’s poem “Ruslan and Lyudmila” that you know? There are miracles there: the Goblin wanders there, the Mermaid sits on the branches. (Leshy, Mermaid.)
- Are they animate or inanimate?
(To the animate.) Conclusion: in works of fiction (especially often in fables and fairy tales), objects of inanimate nature can be endowed with the properties of living beings. They walk, talk, rejoice, cry, etc. - What is this technique called in literature? (Personification.) 6. Let's solve a grammar problem . Of the three words you need to find the word that is superfluous. Think about how these words are written. Underline the word that will be extra “Find the third extra.” 1. Cabbage, newspaper, driver. 2. Plant, proposal, doll. 3. Ace, jack, kids. 4. Waterman, water, driver. 7. “Transformations” Replace the first letter in the words so that they answer the question WHO? What? COL DROP DOOR MAC Who? OX HERON BEAST CANCER 9. Exercise “Living and non-living questions” . Answer the questions: Who flies? What flies? Who's drumming on the roof? What's banging on the roof? Who's swimming? What floats? Who is silent? What is silent? Who's hissing? What's hissing? 10. A task is proposed: decipher the words (chains of words are given, the first syllables of each word are highlighted, and words are made from them). Giant + dance + work = guitar Magpie + ballet + porridge = dog Cow + summer + owl = wheel Lilac + cornfield + queen = tit Animals + chamomile + fighters = St. John's wort - option 1 writes animate nouns, option 2 - inanimate nouns. Develop and improve mental operations of analysis and comparison of language material; Establish cause-and-effect relationships; improve the ability to reason logically and draw conclusions based on observations; Compare with a sample and evaluate. Concentrate their attention on the task. They think and analyze. 7. Reflection and evaluation - What goal did we set at the beginning of the lesson? — Did we manage to achieve our goals? How? — What was the most interesting thing in the lesson? The most difficult? — Put a question mark next to the task that caused you difficulty. - Put an exclamation mark near the task that you liked. - Guys, now let's evaluate your work together. Who was the most active in our lesson? - Who would you give an assessment? - To check if you understand the topic of the lesson well, I suggest you answer the test questions (test in writing). Task #1 Select the animated nouns. Select a few of the 4 answer options: 1) forester 2) forest 3) undergrowth 4) Foreigner Task #2 Choose an animated noun. Select one of 4 answers: 1) car 2) rowan 3) Osa 4) cabbage Task #3 Select an inanimate noun. Select one of 4 answers: 1) Alexey 2) Secretary 3) Rose 4) Veteran Task #4 Choose a row in which there are only animated nouns. Choose one of 4 answers: 1) a wizard, goblin, robot 2) condensed milk, willow, a sheep 3) a poet, a criminal, aspen 4) beauty, banker, giraffe Task #5 choose the rows in which there are only inanimate nouns. Select several of 4 options for the answer: 1) house, kindness, sailor 2) Birth, holiday, computer 3) carrot, bag, trolleybus 4) guitar, throat, voice answers : 1) correct answers: 1; 4; 2) correct answers: 3; 3) correct answers: 3; 4) correct answers: 1; 5) correct answers: 2; 3; 4; Self -testing of the dough. - Now let's check what your mood is after the lesson? Raise the sun or cloud. - You are all great! We will still work hard to read and write correctly. - Thank you all for the work! FI TYPE TASK GAME GAME: Who will remember the vocabulary more. Determining the topic of the lesson determining the goals of the lesson work on cards.
Write the nouns of nouns "Transformation of words" Work on options.
Write 5 nouns ... A page of history return to the vocabulary dictation writers dividing words into two groups from sheets in the class work with the textbook. Working with the exercise Researchers problem situation (biologists, linguists) syntactic five -minute. Working with a proposal. The grammatical task of turning red, green cards live and inanimate questions to decipher the words test analyze their own educational activities and self -correction 8. Homework at home you will need to choose the following task: 1) you can add the fairy tale that we worked on today, it has it. You are on the sheets, using the form of essay-reasoning for this.
There is also a place for your composition. 2) And someone can write an essay-miniature (5-6 sentences) on the topic "Spring". In your essay, find all nouns and determine which of them animated, which are inanimate. Listen to a home task. Choose a variant of tasks in complexity. Download the abstract of the Russian language lesson “Nouns are animated and inanimate”, grade 5

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"Animate and inanimate nouns."

I. Class organization.

1. Motivation for learning activities

— Hello, dear guests, guys. Let me remind you that my name is Lyudmila Aleksandrovna and today I will give you a Russian language lesson. Before we begin our work, let's read together the motto of our lesson:

Slide1

1) Introduction to the proverb.

Good luck for the student, joy for the teacher.

-What do you think this proverb means?

-You have envelopes with cards on your table. Please take card number 1 “Self-Assessment Sheet”. On this sheet we will give marks for the work done in the lesson: 0 errors - 3 points, 1-2 errors - 1 point, 3 errors - 0 points.

Slide2

- Open your notebooks, write down today's date, great job.

2) A minute of calligraphy. I won’t tolerate the heat: I’ll spin snowstorms, I’ll whiten all the glades, I’ll decorate the spruce trees, I’ll sweep the houses with snow, Because I...

— What season of the year rules nature now?

- Today Winter came to our lesson. Let's respect the guest and beautifully write the letter with which the word “winter” begins. Let's characterize the sound (z) in this word. Slide 3

Now look carefully at your letters and at the sample on the board; those who think that they coped with the task perfectly and do not have a single blot give themselves 3 points; those who think that they did not cope with the task very well and have there are 1-2 blots – 1 point. Well, those who did the task very poorly, although I think we don’t have such children in our class, -0 points.

3. Vocabulary work.

— Winter covered everything around with snow. So several magical snowflakes flew into our class.

Slide4

On the board are the words: le_, v_yuga, ho_ey, snow_zhok, locality, r_byata.

Let's write down the words in order of disappearance. You will determine which word will disappear from the spelling.

- Paired voiced and voiceless consonant at the end of the word (ice).

-Doubled consonant (hockey).

— Soft dividing sign ( blizzard).

— An unstressed vowel at the root of the word ( snowball) .

— Unpronounceable consonant (terrain).

- What can you say about the remaining word?

Is it possible to find a test word for it?

- Spelling, what letter do you need to remember?

II. Main part.

1. Updating knowledge.

What parts of speech are the written words? These are nouns. Prove it. Repetition of the rule about them. noun

2.Work in pairs.

— To find out the topic of today's lesson, you need to work in pairs. Take card number 2

Winter has left a snowfall of words on your desks. To deal with it, complete the task.

- Read the words.

-What two groups can words be divided into?

— What unites the words of the first group?

— What unites the words of the second group?

-Distribute them into two groups.

Pencil case, sparrow, cucumber, girl, teacher, mouse, wheel, computer. (Checking work)

— Do you think the task was completed correctly?

— Did everyone cope with this work?

—What words caused you difficulty? Why?

-Well done! Do you remember what these words are called?

— Please rate your work.

-Look carefully at our words.

— What unites the words of the first group?

— What unites the words of the second group

- Determine the topic of today's lesson.

3. Work according to the textbook. Independent work on options.

Slide 6

Okay, let's check your assumptions on page 12 of the textbook - read it. Please tell me, have we identified the topic of today's lesson correctly?

-What do you think we will learn in class?

- Let's try to implement the assigned tasks.

- Let's do exercise 15 p. 12.

- Read the task. What do we need to do in the task.

- Read the words. Name the missing letters.

-What is the name of this spelling? (Words with uncheckable spelling)

— How to check the spelling of these words? (According to the spelling dictionary.)

— What do animate nouns mean?

—What question are they answering?

— What do inanimate nouns mean?

—What question are they answering?

— Look in the textbook on page 12, what do the authors of the textbook suggest we remember? Slide7

ALGORITHM.

1. I find a noun

3. I ask the question who? or what?

4. I determine whether it means a living or inanimate object.

- Let's now complete the written task. The first option writes out animate, the second inanimate nouns.

Let's check if we performed the exercise correctly. Evaluating ourselves. Slide 8

Physical education minute 1 min

- I voice the words. If it's an animate noun, then you stomp. If it’s inanimate, then clap your hands.

Words: apple, pen, swan, ring, snake, eagle owl, dress, cook, mosquito, grass.

Physical activity

4. “Magic transformations.” Work in groups

“Today we will definitely solve the riddle of Winter.” Let's work in groups.

Assignment for group 1.